Applying Phenomenography in Textbook Research
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| Title: | Applying Phenomenography in Textbook Research |
|---|---|
| Language: | English |
| Authors: | Lam Ho Cheong (ORCID |
| Source: | Educational Research for Policy and Practice. 2025 24(1):25-40. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Research Methodology, Phenomenology, Educational Research, Textbook Research, Chinese, Vocabulary Development, Foreign Countries, Textbook Content, Kindergarten, Grade 1, Comprehension, Qualitative Research, Data Use |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1007/s10671-024-09371-w |
| ISSN: | 1570-2081 1573-1723 |
| Abstract: | Education research for practice is in need of textbook studies, especially those having well-defined theoretical framework. This paper is an attempt to apply phenomenography in textbook research. It begins with a review of four existing types of textbook studies found in the literature. Next, the main features of phenomenography (qualitative difference, inductive approach, non-dualistic nature, and enacted object of learning) are discussed conceptually in comparison with the research approaches adopted in the existing textbook studies. Then, for more concrete illustration, we deliberate on our own phenomenographic study that investigated the qualitatively different ways of seeing Chinese word learning as reflected in Hong Kong textbooks. In this study, six learning packages at Kindergarten 3 level and six Chinese Language textbook sets at Primary 1 level were examined. Chinese word learning was found to be seen as: (A) getting by without understanding the words, (B) understanding the words, (C) categorizing the words, and (D) using one's own words. Finally, the paper is concluded with a discussion of its contribution to improving textbook research with the theoretical framework of phenomenography as well as enhancing phenomenography with the use of textbook data. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484665 |
| Database: | ERIC |
| Abstract: | Education research for practice is in need of textbook studies, especially those having well-defined theoretical framework. This paper is an attempt to apply phenomenography in textbook research. It begins with a review of four existing types of textbook studies found in the literature. Next, the main features of phenomenography (qualitative difference, inductive approach, non-dualistic nature, and enacted object of learning) are discussed conceptually in comparison with the research approaches adopted in the existing textbook studies. Then, for more concrete illustration, we deliberate on our own phenomenographic study that investigated the qualitatively different ways of seeing Chinese word learning as reflected in Hong Kong textbooks. In this study, six learning packages at Kindergarten 3 level and six Chinese Language textbook sets at Primary 1 level were examined. Chinese word learning was found to be seen as: (A) getting by without understanding the words, (B) understanding the words, (C) categorizing the words, and (D) using one's own words. Finally, the paper is concluded with a discussion of its contribution to improving textbook research with the theoretical framework of phenomenography as well as enhancing phenomenography with the use of textbook data. |
|---|---|
| ISSN: | 1570-2081 1573-1723 |
| DOI: | 10.1007/s10671-024-09371-w |
